SESE Science
Curriculum ‘Glance Cards’
A fundamental principle of the curriculum is that children’s current understanding and knowledge
should form the basis for new learning. The curriculum is designed to follow an incremental
approach to teaching and learning by increasing the complexity of concepts as the child progresses
through the primary school. The content objectives outlined in each of the strand units observe a
spiral progression as the curriculum advances from infants to sixth class.
These curriculum “glance cards” were designed to provide a one-page overview of the content
objectives in each strand unit for all class levels. It is not intended that these glance cards
replace the curriculum documents but that rather they will provide an immediate snapshot of how
particular concepts are developed from infants to sixth class.
Teachers are advised to pay particular attention to this feature of the curriculum when planning their
work. It is important that teachers are fully aware of the level of knowledge and understanding
required of the child in previous class levels as it will inform current planning. It is also important that
teachers are familiar with what the children will be learn after the present class level so that they can
prepare the child adequately for further learning. Awareness of the curriculum content which
precedes and follows the current class content ensures progression in teaching and learning, and
minimises unnecessary duplication.
Teachers may find this useful when they are engaging in continuing professional development, or
when they are planning for teaching and learning. However, it is essential that teachers consult
the curriculum documents when engaging in planning as the content objectives are
expanded upon in the context of the various class levels.
It is also assumed that every content objective in these cards is preceded by “The child will be
enabled to....” as is stated in the curriculum. Where it appears that a content objective applies to
junior classes and is discontinued in higher class levels, it is intended that teachers continue to
explicitly teach these concepts if the required level of understanding has not been reached. If the
learning objective has been realised, the teacher will endeavour to maintain and consolidate the
learning.
Strand unit: Myself /Human life (3rd – 6th)
Strand: Living things
Infants
First and second
Third and fourth
Fifth and sixth
Variety and characteristics of humans
Identify parts of the male and female body
Variety and characteristics of humans
Name and identify external parts of the
male and female body and their
associated functions or senses
Variety and characteristics of humans
Become aware of the names and
structures of some of the body’s major
external and internal organs
Variety and characteristics of humans
Develop a simple understanding of the
structure of some of the body’s major
internal and external organs
Recognise and measure physical
similarities and differences between
people
Recognise and/or measure physical
similarities and differences between
individuals
Human life processes
Understand the physical changes taking
place in both male and female during
growth to adulthood
Human life processes
Develop an understanding of the
reproductive systems of both male and
female and of the physical changes taking
place in both male and female during
growth to adulthood
Become aware of the role of each sense
in detecting information about the
environment and in protecting the body
Human life processes
Become aware of some changes that
occur as children grow and mature
Become aware that people have a variety
of needs for growth
Develop an awareness of human birth
Use all the senses (touch, smell, sight,
taste, hearing) to become aware of and
explore environments
Human life processes
Recognise that all living things grow and
change
Recognise that physical growth has taken
place since birth
Identify some requirements for growth and
development in the human
Begin to identify the main phases of the
human life cycle
Use all the senses to become aware of
and explore environments
Develop an awareness of the importance
of food for energy and growth
Become aware of and investigate
breathing
Become aware of and investigate
breathing
Explore and investigate how people move
Identify and understand ways in which the
body protects itself against disease and
infection
Develop a simple understanding of food
and nutrition
Strand unit: Plants and animals/Plant and animal Life (5th & 6th)
Strand: Living things
Infants
First and second
Third and fourth
Fifth and sixth
Variety and characteristics of living
things
Observe, discuss and identify a
variety of plants and animals in
different habitats in the immediate
environment
Become aware of animals and plants
of other environments
Variety and characteristics of living things
Variety and characteristics of living things
Variety and characteristics of living things
Observe, identify and explore a variety of
living things in local habitats and plants
and animals in different environments
Observe, identify and examine the
animals and plants that live in
environments
Observe, identify and examine the animals
and plants that live in local habitats and
environments
Develop some awareness of plants and
animals from wider environments
Develop an increasing awareness of
plants and animals from wider
environments
Sort and group living things into sets
Group and sort living things into sets
according to certain characteristics
Sort and group living things into sets
according to observable features
Use simple keys to identify common
species of plants and animals
Develop an increasing awareness of plants
and animals from wider environments
Recognise that there is a great diversity of
plants and animals in different regions and
environments
Identify the interrelationships and
interdependence between plants and animals
in local and other habitats
Group and compare living things into sets
according to their similarities and differences
Become familiar with the characteristics of
some major groups of living things
Construct and use simple keys to identify
locally occurring species of plants and
animals
Recognise and identify the external
parts of living things
Recognise and describe the parts of some
living things
Observe and explore some ways in which
plant and animal behaviour is influenced
by, or adapted to, environmental
conditions
Understand that plants use light energy
from the sun
Come to appreciate that animals depend
on plants and indirectly on the sun for
food
Discuss simple food chains
Recognise that tree are plants
Observe and explore some ways in which
plant and animal behaviour is influenced by,
or adapted to, environmental conditions
Become aware of the sun as a source of
energy for plants through photosynthesis
Processes of life
Processes of life
Processes of life
Observe growth and change in some
living things
Appreciate that living things have essential
needs for growth
Become aware of some of the basic life
processes in animals
Become aware of some of the basic life
processes in animals and plants
Explore conditions for growth of
bulbs and seeds
Become aware that animals and
plants undergo seasonal change in
appearance or behaviour
Explore, through the growing of seeds, the
need of plants for water and heat
Understand that seasonal changes occur
in living things and examine the changes
in plant and animal life during the different
seasons
Investigate how plants respond to light
Investigate the factors that affect plant
growth
Investigate the factors that affect plant growth
Understand some ways in which plants
reproduce
Strand: Materials
Strand unit: Properties and characteristics of materials
Infants
First and second
Third and fourth
Fifth and sixth
Observe a range of familiar
materials in the immediate
environment
Describe and compare materials,
noting the differences in the colour,
shape and texture
Group materials according to
certain criteria
Identify and investigate a range of
common materials used in the
immediate environment
Describe and compare materials,
noting the differences in colour, shape
and texture
Group materials according to their
properties
Identify and investigate a range of
common materials used in the
immediate environment
Describe and compare materials,
noting the differences in colour, shape
and texture
Group materials according to their
properties
Identify and investigate a widening range
of common materials used in the
immediate environment
Investigate materials for different
properties
Identify and investigate materials that
absorb water and those that are
waterproof
Know about some everyday uses
of common materials
Group materials according to their
properties and/or composition
Identify how materials are used
Begin to distinguish between natural
and manufactured materials
Begin to explore how different
materials may be used in the
construction of homes suited to their
environments
Distinguish between raw and
manufactured materials
Investigate how materials may be
used in the construction
Explore the origins of these materials
Recognise that materials can be solid, Recognise that materials can be solid,
liquid or gaseous
liquid or gas form
Recognise that gas, such as air,
occupies space, has mass and exerts
pressure
Become aware that air is composed of
different gasses
Become aware of some of the practical
applications of these gasses in everyday
life
Recognise that some materials decay
naturally while others survive a long time
in the environment
Strand: Materials
Infants
Strand unit: Materials and change
First and second
Third and fourth
Fifth and sixth
Heating and cooling
Heating and cooling
Heating and cooling
Explore the effects of heating and cooling
on a range of liquids and solids
Explore the effects of heating and cooling
on a range of liquids, solids and gasses
Explore the effects of heating and
cooling on a range of liquids, solids
and gasses
Explore the effects of water on a
variety of materials
Observe and describe materials
when they are wet and when they are
dry
Identify some materials that are
waterproof
Explore the effect of heating and
cooling on everyday objects,
materials and substances
Explore ways in which liquids and solids
may be kept hot or cold
Become aware of and investigate the
suitability of different kinds of clothes for
variations in temperature
Investigate the suitability of different
kinds of clothes for variation in
temperature
Experiment to establish which materials
are conductors of heat or insulators
Mixing and other changes
Begin to investigate how materials may be
changed by mixing
Mixing and other changes
Investigate how materials may be
changed by mixing
Investigate the characteristics of different
materials when wet and dry
Investigate the characteristics of different
materials when wet and dry
Examine the changes that take place in
materials when physical forces are
applied
Explore some simple ways in which
materials may be separated
Experiment to establish which
materials are good conductors of heat
or good insulators
Identify ways in which homes and
buildings are heated and insulated
Recognise how heating and cooling
can be used to preserve food
Mixing and other changes
Investigate how a wide range of
materials may be changed by mixing
Investigate the effects of light air and
water on materials
Examine the changes that take place
in materials when physical forces are
applied
Explore simple ways in which materials
may be separated
Recognise that oxygen is required for
burning
Strand: Energy and forces
Strand unit: Forces
Infants
First and second
Third and fourth
Fifth and sixth
Explore, through informal
activities with toys, forces such
as pushing and pulling
Explore how the shape of objects
may be changed by squashing,
pulling and other forces
Investigate how forces act on
objects
Explore how objects may be
moved by pushing and pulling
Explore how objects may be
moved
Identify and explore how objects
and materials may be moved
Investigate how forces act on
objects
Become aware of and explore
how moving water and moving air
can make things move
Investigate the pushing force of
water
Observe and investigate the
movement of objects such as toys
on various materials and surfaces
Explore the effects of friction on
movement through experimenting
with toys and objects on various
surfaces
Explore how some moving
objects may be slowed down
Investigate falling objects
Explore how levers may be used
to help lift different objects
Explore the effect of friction on
movement and how it may be
used to slow or stop moving
objects
Explore how friction can generate
heat
Explore how levers may be used
to help lift different objects
Come to appreciate that gravity is
a force
Become aware that objects have
weight because of the pull of
gravity
Strand: Energy and forces
Infants
Identify and name different colours
Sort objects into sets according to
colour
Observe colours in the local
environment
Explore dark and bright colours and
become aware of different shades of
colour
Discuss the differences between day
and night, light and shade
Explore how shadows are formed
Strand unit: Light
First and second
Third and fourth
Investigate that light can be
broken up into many different
colours
Fifth and sixth
Investigate the splitting and mixing of
light
Recognise that light comes from
different sources
Recognise that light comes
from different natural and
artificial sources
Know that light travels from a source
Recognise that light is needed in
order to see
Investigate the relationship
between light and materials
Recognise that the sun gives us
heat and light, without which we
could not survive
Become aware of the dangers of
looking directly at the sun
Appreciate the importance of sight
Investigate the relationship
between light and materials
Recognise that the sun gives
us heat and light, without
which people and animals
could not survive
Investigate the refraction of light
Be aware of the dangers of
looking directly at the sun
Learn that light is a form of
energy
Investigate how mirrors and
other shiny surfaces are good
reflectors of light
Be aware of the dangers of excessive
sunlight
Learn that light is a form of energy
Understand the role of sunlight in
photosynthesis and appreciate that the
sun gives us heat and light without which
people could not survive
Investigate how mirrors and other shiny
surfaces are good reflectors
Explore how objects may be magnified
using simple lens or magnifier
Strand: Energy and forces
Strand unit: Sound
Infants
First and second
Third and fourth
Fifth and sixth
Recognise and identify a variety
of sounds in the environment
Recognise and identify a variety
of sounds in the environment
Recognise and identify a variety
of sounds in the environment
Recognise and identify a variety
of sounds in the environment and
appreciate the importance of
noise control
Identify and differentiate between
high and low sounds, loud and
soft sounds
Explore ways of making different
sounds using a variety of
materials
Identify and differentiate between
high and low sounds, loud and
soft sounds
Explore ways of making different
sounds using a variety of
materials
Understand and explore how
different sounds may be made by
making a variety of materials
vibrate
Design and make a range of
simple string instruments using an
increasing variety of tools and
materials
Explore the act that sound travels
through materials
Learn that sound is a form of
energy
Understand and explore how
different sounds may be made by
making a variety of materials
vibrate
Design and make simple
woodwind instruments
Design and make a range of
simple percussion instruments
Explore how sound travels
through materials
Learn that sound is a form of
energy
Appreciate the importance of
hearing
Strand: Energy and forces
Strand Unit: Magnetism
Infants
First and second
Third and fourth
Fifth and sixth
Use magnets of different shapes
and sizes in purposeful play to
explore their effects on different
materials
Investigate the fact that magnets
attract certain materials
Use magnets of different shapes
and sizes in purposeful play to
explore their effects on different
materials
Investigate that magnets attract
magnetic materials, such as iron
and steel
Investigate that magnets attract
certain materials through other
materials
Learn that magnets can push or
pull magnetic materials
Learn that magnets can push or
pull magnetic materials
Examine and classify objects and
materials as magnetic and nonmagnetic
Investigate that magnets attract
certain materials through other
materials
Explore the relationship between
magnets and compasses
Explore how magnets have poles
and investigate how these poles
attract and repel each other
Explore the use of magnets to lift
and hold objects
Investigate how magnets may be
made
Strand: Energy and forces
Strand Unit: Electricity
Infants
First and second
Become aware of the uses of
electricity in school and at home
Identify some household
appliances that use electricity
Become aware of the uses of
electricity in school and at home
Identify some household
appliances that use electricity
Become aware of the dangers of
electricity
Become aware of the dangers of
electricity
Explore the effects of static
electricity
Third and fourth
Fifth and sixth
Become aware of how some
common electrical appliances
work
Become aware of the dangers of
electricity
Explore the effects of static
electricity
Observe the effects of static
electricity on everyday things in
the environment
Learn about electrical energy
Investigate current electricity by
constructing simple circuits
Examine and group materials as
conductors (those that conduct
electricity) and insulators (those
that do not allow electricity to
pass through)
Become aware of and understand
the dangers of electricity
Learn about electrical energy
Investigate current electricity by
constructing simple circuits
Strand: Energy and Forces
Infants
First and second
Recognise the difference between Learn that temperature is a
hot and cold in terms of weather,
measurement of how hot
food, water and the body
something is
Strand Unit: Heat
Third and fourth
Fifth and sixth
Recognise that temperature is a
measurement of how hot
something is
Identify ways of keeping objects
and substances warm and cold
Become aware of the different
sources of heat energy
Understand that the sun is Earth’s
most important heat source
Recognise a variety of sources of
heat
Measure and compare
temperature in different places in
the classroom, school and
environment
Measure and compare
temperature in different places in
the classroom, school and
environment and explore the
reasons for variations
Measure changes in temperature
using a thermometer
Measure and record temperature
using a thermometer
Learn that heat can be transferred Know that heat energy can be
transferred
Experiment with a range of
materials to establish that heat
may be transferred in different
ways
Identify ways in which homes,
buildings and materials are
heated
Strand: Environmental awareness and care
Infants
First and second
Strand Unit: Environmental awareness
Third and fourth
Fifth and sixth
Identify positive aspects of natural
and built environments through
observation, discussion and recording
Identify the interrelationship of the
living and non-living elements of local
and other environments
Identify positive aspects of natural and
built environments through observation,
discussion and recording
Explore some examples of the
interrelationship of the living and nonliving aspects of local and other
environments
Become aware of the importance of the
Earth’s renewable and non-renewable
resources
Become aware of the importance of
the Earth’s renewable and nonrenewable resources
Foster an appreciation of the ways in
which people use the Earth’s resources
Come to appreciate the need to
conserve resources
Recognize how the action of people
may impact upon environments
Come to appreciate the need to conserve
resources
Strand: Environmental Awareness and Care
Strand Unit: Caring for my locality/Caring for the environment (3rd – 6th)
Infants
First and second
Third and fourth
Fifth and sixth
Develop a sense of responsibility
for taking care of and improving the
environment
Identify, discuss and implement
simple strategies for improving and
caring for the environment
Realise that there is both an individual
an a community responsibility for
taking care of the environment
Identify, discuss and implement simple
strategies for improving and caring for
the environment
Identify, discuss and implement simple
strategies for protecting, conserving
and enhancing the environment
Identify, discuss, and appreciate the
natural and human features of the
local environment
Realise that there is a personal and
community responsibility for taking
care of the environment
Examine a number of ways in which
the local environment could be
improved or enhanced
Come to appreciate individual,
community and national responsibility for
environmental care
Participate in activities that contribute to
the enhancement of the environment
Observe, discuss and appreciate
the attributes of the local
environment
Appreciate that people share the
Begin to recognize that people,
environment with plants and animal animals and plants depend on one
life
another
Observe and develop an awareness of
living things in a range of habitats in
local and wider environments
Observe the similarities and
differences among plants and animals
in different local habitats
Develop an awareness that air, water,
soil, living and non-living things are
essential to the environment
Become aware of ways in which the
Identify and discuss a local, national
environment can be polluted or
or global environmental issue
harmed
Identify and discuss a local, national or
global environmental issue
Strand: Environmental Awareness and Care
Infants
First and second
Strand Unit: Science and the environment
Third and fourth
Fifth and sixth
Begin to explore and appreciate the
application of science and technology
in familiar contexts
Identify some ways in which science
and technology contributes positively
to society
Appreciate the application of science and
technology in familiar contexts
Recognize and investigate human
activities which have positive or
adverse effects on local and wider
environments
Recognize and investigate aspects of
human activities that may have positive
or adverse effects on environments
Examine some ways in which science
and technology have contributed
positively to the use of Earth’s resources
Recognise the contribution of scientists
to society